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Techniques of Using Intertextuality and Lecturer-Students’ Power Relation when Communicating Learning Tasks Yelfiza Yelfiza; Yulmiati Yulmiati; Rika Afriyanti; Syayid Sandi Sukandi
AT-TA'LIM Vol 27, No 1 (2020)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Considering the students’ emotion is essential in having the students to learn. Most Minangkabaunese students do not like being dictated for any activities with a thousand words. This paper is aimed at finding out some techniques of using intertextuality to balance lecturer-students’ power relations when communicating learning tasks. This research is qualitative with content analysis. Data were collected from six lecturers, teaching at Sekolah Tinggi Keguruandan Ilmu Pendidikan, Persatuan Guru Republik Indonesia (STKIP PGRI), selected purposively. Techniques of observation and video recording were used in collecting data. The discourse was transcribed and categorized into some techniques of using examples based on the content called content analysis.A contextual analysis was used to show lecturer-students’ power relations and formulated proposition. Findings show that the techniques of using intertextuality includeShowing Techniques of Doing Tasks (STDT), Giving Example of the Task Topic (GETT), and UERS. Using STDT had an impact on students’ readiness to learn. Meanwhile, Using GETT enhances students’ language development. Finally, Using Example of Real Situations (UERS) gives students’ opportunity to have a learning experience. Moreover, the techniquescause the lecturer and students to have a balanced power relation. The findings are significant for teachers or lecturers as guidance to communicate with students efficiently and effectively. They are expected not to dominate communication when interacting with them, especially to those who have excessive individualism. Other researchers who are interested in studying this topic are expected to be inspired to research this area viewed from other viewpoints.

STUDENTS’ ABILITY IN IMPLEMENTING SCIENTIFIC APPROACH IN WRITING COURSE DESIGN Rika Afriyanti
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 11 No. 1, Januari-Juni 2018
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdb.v11i1.950

This research deals with the student’s ability in implementing Scientific Approach Steps in Curriculum Subject. Some students think that writing course design based on The Curriculum 2013 are not easy, because the course design involve five stages of teaching activities, they are observing, questioning, experimenting, associating, and communicating. Therefore, the researcher wants to know the students’ ability in implementing those steps in writing course design for curriculum subject. To get the answer, the researcher conducted qualitative research and collected the students’ course design as the data. There were 25 course designs used as the data and then, the researcher classified the students’ ability in implementing those steps into four categories. They are very good implementation, good implementation, poor implementation and very poor implementation. After analyzing the data the researcher found that 12 students belong to good ability in implementing the Scientific steps, 8 students belong to poor implementation and 5 students belong to very poor implementation. Meanwhile no students belong to very good implementation. This result means that the 12 students have understood about the format, but they still have little bit problem in developing each of the step. Meanwhile, 8 students understood about the format, but they were difficult to develop the content and 5 students did not understand the format and also how to develop the content. Shortly, 13 students still need information and direction about implementing the scientific approach based on The Curriculum 2013.Keywords: Students’ Ability, Scientific Approcah, Course Design.

THE CHALLANGE OF PRE-SERVICE TEACHERS IN DEVELOPING PEDAGOGY COMPETENCE DURING ONLINE TEACHING Rika Afriyanti; Armilia Riza
Curricula : Journal of Teaching and Learning Vol. 6 No. 1 (2021): Curricula : Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (686.691 KB)

The aim of this research is to find out the challenge of pre-service teachers in developing pedagogy competence during the online teaching. There are ten indicators proposed by Kemendikbud 2007 about teachers’ pedagogy competence and turn them into twelve questions. All of them are used by the researcher in analyzing the data. Then, the design of this research is qualitative and uses basic interpretative studies as the approach. For the sampling technique, the researcher used purposive criterion sampling because the researcher only took the pre-service teachers that conducted practice teaching in odd semester in 2020/2021 academic years and did only teaching. The researcher got 27 pre-service teachers that fulfilled the criteria from 75. To collect the data, the researcher used Google form because of the covid-19 pandemic. For the data analysis, the researcher four steps; 1) familiarizing and organizing. 2) coding and reducing. 3) interpreting and representing. After analyzing the data, the researcher got three challenges faced by the pre-service teachers; first, they got challenges in activating students’ prior knowledge. Second, they got challenge in delivering materials to the students. Third, they also got challenge in assessing students’ attitude, knowledge and skills. However, they pre-service teachers got new experience related to embedding technology in teaching. It could not be denied that young generations are very close with the development of technology. Hence, they are so easy to adapt with online teaching nowadays. Key words; pre-service teachers, online teaching, pedagogy competence Abstrak Penelitian ini bertujuan untuk melihat tantangan yang dihadapi oleh guru muda dalam mengembangkan kompetensi pedagogi mereka selama melakukan proses pengajaran daring . Peneliti menggunakan sepuluh indicator yang diambil edaran Kemendikbud 2007 tentang kompetensi seorang guru Bahasa Inggris. Peneliti menurunkan indikator tersebut menjadi dua belas pertanyaan. Lebih lanjut, untuk disain penelitian ini adalah kualitatif dengan menggunakan interpretive studies sebagai pendekatan penelitian. Untuk teknik sampling, peneliti menggunakan purposive criterion sampling yang artinya peneliti mengambil sample berdasarkan tujuan penelitian dengan menggunakan beberapa kriteria yakni hanya guru muda yang mengikuti praktek lapangan pada semester ganjil tahun 2020/2021 dan mengajar secara daring saja yang dijadikan sampel. Dari 75 guru muda, hanya 27 orang yang bisa dijadikan sample penelitian. Kemudian, untuk mengumpulkan data, peneliti menggunakan Google form karena pandemic covid-19 yang membuat kegiatan tatap muka baik untuk penelitian tidak disarankan. Selanjutnya, untuk proses analisa data, peneliti menggunakan tiga langkah yakni;1) mengenali data dan menyusunnya, 2) menandai data dan mengelompokan data, 3) menginterpretasikan data. Dari hasil data analysis diperoleh tiga temuan terkait tantangan apa saja yang dihadapi guru muda dalam mengembangkan kompetensi pedagogi mereka yakni; 1) tantangan dalam menggali potensi anak terhadap materi yang akan dipelajari, 2) tantangan dalam penyajian materi, 3) tantangan dalam melakukan evalusai hasil belajar. Namun demikian, para guru muda juga mengalami perkembangan terkait dalam penggunaan media dan teknologi dalam pembelaran. Kita tidak dapat memungkiri bahwa anak muda sangat dekat dengan teknologi, sehingga sangatlah cepat mereka beradaptasi dengan teknologi dalam pembelajaran sehingga banyak variasi teknologi dalam pembelajaran yang dapat mereka kembangakan. Kata kunci; Guru muda, belajar daring, kompetensi pedagogi

THE CHALLANGE OF PRE-SERVICE TEACHERS IN DEVELOPING PEDAGOGY COMPETENCE DURING ONLINE TEACHING Rika Afriyanti; Armilia Riza
Curricula : Journal of Teaching and Learning Vol. 6 No. 1 (2021): Curricula : Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

The aim of this research is to find out the challenge of pre-service teachers in developing pedagogy competence during the online teaching. There are ten indicators proposed by Kemendikbud 2007 about teachers’ pedagogy competence and turn them into twelve questions. All of them are used by the researcher in analyzing the data. Then, the design of this research is qualitative and uses basic interpretative studies as the approach. For the sampling technique, the researcher used purposive criterion sampling because the researcher only took the pre-service teachers that conducted practice teaching in odd semester in 2020/2021 academic years and did only teaching. The researcher got 27 pre-service teachers that fulfilled the criteria from 75. To collect the data, the researcher used Google form because of the covid-19 pandemic. For the data analysis, the researcher four steps; 1) familiarizing and organizing. 2) coding and reducing. 3) interpreting and representing. After analyzing the data, the researcher got three challenges faced by the pre-service teachers; first, they got challenges in activating students’ prior knowledge. Second, they got challenge in delivering materials to the students. Third, they also got challenge in assessing students’ attitude, knowledge and skills. However, they pre-service teachers got new experience related to embedding technology in teaching. It could not be denied that young generations are very close with the development of technology. Hence, they are so easy to adapt with online teaching nowadays. Key words; pre-service teachers, online teaching, pedagogy competence Abstrak Penelitian ini bertujuan untuk melihat tantangan yang dihadapi oleh guru muda dalam mengembangkan kompetensi pedagogi mereka selama melakukan proses pengajaran daring . Peneliti menggunakan sepuluh indicator yang diambil edaran Kemendikbud 2007 tentang kompetensi seorang guru Bahasa Inggris. Peneliti menurunkan indikator tersebut menjadi dua belas pertanyaan. Lebih lanjut, untuk disain penelitian ini adalah kualitatif dengan menggunakan interpretive studies sebagai pendekatan penelitian. Untuk teknik sampling, peneliti menggunakan purposive criterion sampling yang artinya peneliti mengambil sample berdasarkan tujuan penelitian dengan menggunakan beberapa kriteria yakni hanya guru muda yang mengikuti praktek lapangan pada semester ganjil tahun 2020/2021 dan mengajar secara daring saja yang dijadikan sampel. Dari 75 guru muda, hanya 27 orang yang bisa dijadikan sample penelitian. Kemudian, untuk mengumpulkan data, peneliti menggunakan Google form karena pandemic covid-19 yang membuat kegiatan tatap muka baik untuk penelitian tidak disarankan. Selanjutnya, untuk proses analisa data, peneliti menggunakan tiga langkah yakni;1) mengenali data dan menyusunnya, 2) menandai data dan mengelompokan data, 3) menginterpretasikan data. Dari hasil data analysis diperoleh tiga temuan terkait tantangan apa saja yang dihadapi guru muda dalam mengembangkan kompetensi pedagogi mereka yakni; 1) tantangan dalam menggali potensi anak terhadap materi yang akan dipelajari, 2) tantangan dalam penyajian materi, 3) tantangan dalam melakukan evalusai hasil belajar. Namun demikian, para guru muda juga mengalami perkembangan terkait dalam penggunaan media dan teknologi dalam pembelaran. Kita tidak dapat memungkiri bahwa anak muda sangat dekat dengan teknologi, sehingga sangatlah cepat mereka beradaptasi dengan teknologi dalam pembelajaran sehingga banyak variasi teknologi dalam pembelajaran yang dapat mereka kembangakan. Kata kunci; Guru muda, belajar daring, kompetensi pedagogi

SOSIALISASI HASIL PENELITIAN DAN SHARING TENTANG CARA MENENTUKAN TINGKAT KETERBACAAN SEBUAH TEKS Armilia Riza; Rika Afriyanti; Melvina
JUPADAI : Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 1 (2022): Volume 1 Nomor 1 2022
Publisher : Asosiasi Dosen Akutansi Indonesia, KEPRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (479.726 KB)

Abstract This community service is aimed to socialize the research result to the teachers especially at SMAN 16 Padang which deals with the importance of readability of texts and also share the information about how to count the readability of text by applying Flesch Kincaid Formula manually and also online. The reason of choosing SMAN 16 because they still get lack of information about how to choose a readable text. Therefore, they were difficult to find qualified teaching materials. Because of this reason, the team from English Departmen Universitas PGRI Sumatera Barat wants to do community service about how to find readability of texts. The team used educative method. Based on the result of this program, the teachers are very satisfied with the information shared by the team. They also can use the formula well. However, this community service should be continued to make the teachers habit with this formula. Keywords: Readability, Textbook Abstrak Kegiatan pengabdian ini bertujuan untuk mensosialisasikan hasil penelitian kepada guru SMAN 16 Padang terkait dengan pentingnya mengetahui keterbacaan sebuah teks dan juga pengabdian ini berbagi pengetahuan tentang cara menghitung keterbacaan sebuah teks dengan menggunakan rumus Flesch Kincaid baik secara manual dan online. Adapun alasan memilih sekolah ini adalah keterbatasan guru dalam memperolah informasi tentang keterbacaan sebuah teks, sehingga berdampak pada kualitas bahan ajar yang disajikan. Guru tidak mengetahui kalau teks yang diberikan kepada siswa sulit dipahami. Sehingga anak mengalami kesulitan dalam pembelajaran. Karena alasan ini, tim pengabdi dari Program Studi dari program studi pendidikan Bahasa Inggris Universitas PGRI Sumatera Barat mengadakan pengabdian masyarakat dengan menggunakan pendekatan edukatif. Hasil yang diperoleh sangat baik karena guru sangat antusias dengan informasi yang didapat. Namun demikian, kegiatan ini perlu dilanjutkan untuk membiasakan guru dengan penggunaan rumus-rumusnya. Kata Kunci; Buku Teks, Keterbacaan

SOSIALISASI RENCANA PELAKSANAAN PEMBELAJARAN (RPP) DI SEKOLAH DASAR BERBASIS INTERAKSIONIS PERSPEKTIF Rika Afriyanti; Armilia Riza
JUPADAI : Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 2 (2022): Volume 1 Nomor 2 2022
Publisher : Asosiasi Dosen Akutansi Indonesia, KEPRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (667.281 KB)

Abstract The implementation of Independent Curriculum arises the English subject for Elementary Schools. As the starting point, English Subject will be taught for the first grade and fourth grade students. To run this program, the schools must be ready with facilities and the teachers. Actually, teaching young learner is not as easy as our imagination. Maybe, the teachers have enough knowledge for teaching, but they still have limited information about how or the methods that suitable for teaching young learner. It also supported with the result of discussion with the teachers who teach at Elementary Schools. They informed that they still need knowledge or information and learning how to teaching young learner. Dealing with this data, the lectures from English Department of UPGRISBA wants share the result of research that related to teaching English for young learners in community service activity. Through this community service, the team socialized the research result to the teachers especially at SD Negeri 03 Padang which deals with the lesson plan for teaching Elementary School students which based on interactionist perspective. Some of English teachers from English Teachers Organization (KKG) in Kuranji subdsitrict join in the community service. The result of this activity shows that the teachers get valuable information about how to teach English for young learner and they really appreciate this activity. Then, the model of the lesson plan gives positive effect for the teachers because it can be modified in many kinds of topics. Keywords: Lesson plan, interactionist perspective Abstrak Implementasi kurikulum merdeka memunculkan kembali mata pelajaran Bahasa Inggris bagi siswa sekolah dasar. Sebagai poin awalnya, bahasa inggris akan diajarkan pada siswa kelas 1 dan 4 SD saja sesuai dengan implementasi kurikulum merdeka. Untuk melaksanakan program ini, tentunya sekolah harus siap dengan sumber daya guru yang menjadi modal awal untuk pelaksanaan pengajaran Bahasa Inggris selain dari fasilitas sekolah. Untuk ketersedian guru Bahasa Inggris yang sesuai dengan bidangnya tidaklah sulit karena begitu banyak guru yang lulus dari jurusan Pendidikan Bahasa Inggris. Namun demikian, untuk memperoleh guru yang mengenal metode dan karakteristik siswa sekolah dasar tidaklah mudah. Berdasarkan hasil diskusi dengan beberapa guru sekolah dasar yang mengajar di Kecamatan Pauh Kota Padang, mereka merasa masih perlu mendapatkan informasi tentang cara mengajar Bahasa Inggris untuk siswa Sekolah Dasar karena setelah mereka melalui beberapa kali proses belajar mengajar, guru-guru terkendala dengan cara membuat siswa tertarik dengan pembelajaran yang dilakukan. Oleh karena itu, tim dosen prodi Pendidikan Bahasa Inggris melakukan pengabdian dengan tema sosialisai hasil penelitian terkait model rencana pelaksanaan pembelajaran (RPP) untuk pengajaran kosakata bahasa inggris dengan menggunakan media gambar bagi siswa sekolah dasar berbasis interactionists perspektif. Pengabdian ini dilakukan pada Kelompok Kerja Guru (KKG) Bahasa Inggris di Kecamatan Kuranji yang berpusat di SD Negeri 03 Kecamatan Kuranji Kota Padang. Diakhir kegiatan guru mendapatkan informasi yang bermanfaat tentang cara pengajaran Bahasa Inggris untuk siswa sekolah dasar dan pembelajaran yang disajikan kepada siswa lebih variatif dan juga model RPP ini dapat digunakan oleh guru secara berkelanjutan pada berbagai macam topik. Kata Kunci : Rencana Pelaksanaan Pembelajaran (RPP), Interaksionis Perspektif

THE CHALLANGE OF PRE-SERVICE TEACHERS IN DEVELOPING PEDAGOGY COMPETENCE DURING ONLINE TEACHING Rika Afriyanti; Armilia Riza
Curricula : Journal of Teaching and Learning Vol. 6 No. 1 (2021): Curricula : Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

The aim of this research is to find out the challenge of pre-service teachers in developing pedagogy competence during the online teaching. There are ten indicators proposed by Kemendikbud 2007 about teachers’ pedagogy competence and turn them into twelve questions. All of them are used by the researcher in analyzing the data. Then, the design of this research is qualitative and uses basic interpretative studies as the approach. For the sampling technique, the researcher used purposive criterion sampling because the researcher only took the pre-service teachers that conducted practice teaching in odd semester in 2020/2021 academic years and did only teaching. The researcher got 27 pre-service teachers that fulfilled the criteria from 75. To collect the data, the researcher used Google form because of the covid-19 pandemic. For the data analysis, the researcher four steps; 1) familiarizing and organizing. 2) coding and reducing. 3) interpreting and representing. After analyzing the data, the researcher got three challenges faced by the pre-service teachers; first, they got challenges in activating students’ prior knowledge. Second, they got challenge in delivering materials to the students. Third, they also got challenge in assessing students’ attitude, knowledge and skills. However, they pre-service teachers got new experience related to embedding technology in teaching. It could not be denied that young generations are very close with the development of technology. Hence, they are so easy to adapt with online teaching nowadays. Key words; pre-service teachers, online teaching, pedagogy competence Abstrak Penelitian ini bertujuan untuk melihat tantangan yang dihadapi oleh guru muda dalam mengembangkan kompetensi pedagogi mereka selama melakukan proses pengajaran daring . Peneliti menggunakan sepuluh indicator yang diambil edaran Kemendikbud 2007 tentang kompetensi seorang guru Bahasa Inggris. Peneliti menurunkan indikator tersebut menjadi dua belas pertanyaan. Lebih lanjut, untuk disain penelitian ini adalah kualitatif dengan menggunakan interpretive studies sebagai pendekatan penelitian. Untuk teknik sampling, peneliti menggunakan purposive criterion sampling yang artinya peneliti mengambil sample berdasarkan tujuan penelitian dengan menggunakan beberapa kriteria yakni hanya guru muda yang mengikuti praktek lapangan pada semester ganjil tahun 2020/2021 dan mengajar secara daring saja yang dijadikan sampel. Dari 75 guru muda, hanya 27 orang yang bisa dijadikan sample penelitian. Kemudian, untuk mengumpulkan data, peneliti menggunakan Google form karena pandemic covid-19 yang membuat kegiatan tatap muka baik untuk penelitian tidak disarankan. Selanjutnya, untuk proses analisa data, peneliti menggunakan tiga langkah yakni;1) mengenali data dan menyusunnya, 2) menandai data dan mengelompokan data, 3) menginterpretasikan data. Dari hasil data analysis diperoleh tiga temuan terkait tantangan apa saja yang dihadapi guru muda dalam mengembangkan kompetensi pedagogi mereka yakni; 1) tantangan dalam menggali potensi anak terhadap materi yang akan dipelajari, 2) tantangan dalam penyajian materi, 3) tantangan dalam melakukan evalusai hasil belajar. Namun demikian, para guru muda juga mengalami perkembangan terkait dalam penggunaan media dan teknologi dalam pembelaran. Kita tidak dapat memungkiri bahwa anak muda sangat dekat dengan teknologi, sehingga sangatlah cepat mereka beradaptasi dengan teknologi dalam pembelajaran sehingga banyak variasi teknologi dalam pembelajaran yang dapat mereka kembangakan. Kata kunci; Guru muda, belajar daring, kompetensi pedagogi

A NARRATIVE INQUIRY OF A SUCCESSFUL MILLENNIAL IN INDONESIA: HOW DID HE ENGAGE AND LEARN ENGLISH LANGUAGE? Sri Imelwaty; Rika Afriyanti; Ado Putri Adela
Curricula : Journal of Teaching and Learning Vol. 8 No. 1 (2023): Curricula: Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (182.424 KB)

This study aims to describe the successful millennial stories and experiences in English language learning. This study used a qualitative research method with the type of narrative inquiry as a research design for researching how a successful millennial engages with English language learning. Additionally, this research can be an answer to the dearth of research investigating successful millennial in terms of their academic, economic, and political achievements and its relevance to their engagement in learning the English language, particularly in Indonesian contexts. Purposive sampling was adopted in selecting the participants of this study. The Semi-structured interview was employed to gather the qualitative data in terms of millennial stories and experiences in English language learning. Also, the researcher prepared the interview protocol to guide the interview process. Then, the researcher did interview during august 2022 for four phases by recording the conversation and after that the researcher transcribed the data and did the process of analyzing the data, such as coding, classifying, and interpreting. In conclusion, after analyzing the data, it is found that the participant has affective and cognitive engagement in English language learning. The participant has positive feelings toward English class at school and positive sense of belonging at school because he is interested, enjoyed full, and has high Self-confident in learning English. Sometimes, he has Negative feelings toward his friends. However, he had strategies in learning English and Self-regulation strategy.

FILLERS USED BY MALE AND FEMALE STUDENTS IN PRACTICE TEACHING PERFORMANCE OF MICRO TEACHING CLASS Afriyanti, Rika; Adini, Devi Surya
TELL - US JOURNAL Vol 6, No 1 (2020): March 2020
Publisher : Universitas PGRI Sumatera Barat

This research emphasizes on the use of fillers in practice teaching performance of micro teaching subject. The researcher found that almost all students used fillers. Therefore, the researcher is interested to know kinds of fillers used by female and male, also the cause factors or the reasons of using fillers. There are four kinds of fillers; sound fillers, word fillers, phrase filler and repetition fillers. Also, four reasons of using fillers; nervous, hesitant, divided attention and cognitive process. To answer the research questions, the researcher used two instruments; observation and interview. The population of this research is the students in 2017/2018 who took micro teaching subject. There are 60 students; 52 females and 8 males. However, the researcher used non-proportional sampling with the type quota sampling as the sampling technique. Hence, There were 8 students as the sample; seven females and one male with the scale 1 : 8. The result of the research shows that both female and male used all kinds of fillers; sounds fillers, word fillers, phrase fillers and repetition fillers. However, there were different reasons or cause factors between female and male. The females used fillers because of control nervous, hesitate, to divide attention and in the process of thinking. Meanwhile, male used fillers only because he is in thinking process. Therefore, the researcher concludes that between female and male always use fillers, but the reasons of using fillers are little bit different.

An Analysis of English Tests at Pilot International Standard School in 2010/2011 – 2011 /2012 Academic Year Afriyanti, Rika
TELL - US JOURNAL Vol 1, No 1 (2015): March 2015
Publisher : Universitas PGRI Sumatera Barat

This research was based on the phenomenon happened in one of the Pilot International Standard Schools (RSBI) in Padang in which most of the students’ score at grade VIII could not fulfill the minimum standard of achievement (KKM) in English semester test designed by the Central government in 2010/2011 academic year. Therefore, this research was aimed at analyzing whether the test designed by the Central government contributes to the students’ failure or not. However, the researcher did not only analyze the test designed by the Central Government but also analyse the tests designed by the teachers. The researcher did qualitative item analysis which focused on analyzing the format of the test items (stem, options and distractors), content validity and face validity. This research was conducted based on descriptive method and there were two sources of data of this research: the document of English tests and the respondents of interview. The result of this research is the test designed by the Central Government in 2010/2011 academic year is the better one, because almost all the items could fulfill all the criteria in designing multiple-choice test. Meanwhile, the Mid-test designed by the teachers in 2010/2011 academic year indicated as the poor one. There are some criteria that could not be fulfilled by all the tests. They are; the curriculum demand, the relevance between the assessment plan/blue-print with the items, writing the stem and many items are not paraphrased. Therefore, it can be interpreted that the teachers still do not have enough competence in designing the test which based on National standard and the government also, because the researcher still found the test items designed by the central government that could not fulfill the criteria in writing a good multiple-choice test.

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